GUIR Supporting Education
Classroom Safety and Self care for teachers and students
GUIR provides accredited Teacher Training
Course Title - Teacher and Student Social and Emotional Well being. Implications for Classroom Safety and Self Care for teachers and students.
Duration 8 hours. Accreditation obtained - NSW Education Standards Authority (NESA)
List of standard descriptors addressed in the course 1.4.2, 2.4.2, 2.5.2, 7.4.2
Mode of Delivery - Face-to-Face and Self-Paced Group Work, Vignettes with discussion, Power Point Presentations, a Knowledge Quiz, Pre and Post evaluation
Rational for the Course - The course is based on Social and Emotional Wellbeing as a framework for teaching and learning. There is a need for the inclusivity of trauma-sensitive approaches to classroom safety and teacher/student wellbeing. The course draws on Western and Indigenous methodologies and Practices for safer learning environments and improved student engagement. GUIR skills training is connecting educators to a national journey of respect, learning and change. The learning is linked to community standards on cultural competency using the Cultural Awareness Self-Assessment Toolkit (ACT Council of Social Services Inc. 2009) and the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), strategic plan 'Towards Cultural Proficiency: A Phased Approach to Building Cultural Capacity 2013-2015'.
Courage Coaching – Students - The Gamarada Mindfulness/Dadirri Coaching sessions have been developed to offer self-empowerment and life-skills to effectively support students during the adjustment to the student life experience.
Program description - A series of short sessions have been developed to support the students at various stages of their academic journey. The sessions have been designed to be delivered to students based on the empowerment and therapeutic peer-to-peer support model Courage Coaching. This work has been recognised by the NSW Premier and Cabinet, ‘Premiers Excellence Award, Building Indigenous Communities’ and the Aboriginal and Torres Strait Islander Social Justice Commissioner, 2008 Social Justice Report, Chapter 4, Defining Healing.
The sessions incorporate Indigenous-specific healing and empowerment activities developed to restore social and emotional wellbeing following contextualised trauma relating to colonial impact on indigenous communities. Family violence, incarceration, substance abuse, neglect, anger management, suicide prevention and violence against women are area’s the program has demonstrated effectiveness. Note: the topics listed above will not be the direct focus of the sessions. The sessions draw from traditional Indigenous wisdom tradition with Eastern and Western methods of therapeutic self-empowerment to achieve the intended outcomes.
Trauma Informed care principles embedded - The model is sustained by Trauma Informed Care (TIC) principles and culturally safe practices: Trauma-informed services look at all aspects of their operations through a ‘trauma lens’. Their primary mission is underpinned by knowledge of trauma and the impact it has on the lives of community members accessing supports and services. Every aspect of the service management and program delivery systems are assessed and modified to include an understanding of how trauma affects the life of individuals seeking support and the workers delivering the care. The principles that inform the function of trauma-informed services are set out at the end of this program overview.
Delivery mode - The sessions will be delivered as interactive group tutorials utilising peer-to-peer support and culturally sensitive learning principles. The sessions draw on the successful model of group work principles that has sustained the Gamarada Community Healing and Leadership model.
Program outline available on request